Cisco Packet Tracer as a teaching and learning tool for ... · PDF file90 Airi & Anderson, Cisco Packet Tracer as a teaching and learning tool for computer networks in DWU “Outside

88 Airi & Anderson, Cisco Packet Tracer as a teaching and learning tool for computer

networks in DWU

Cisco Packet Tracer as a teaching and learning tool

for computer networks in DWU

Picky Airi

Peter K Anderson

Abstract

There is a growing demand in the global economy for IT professionals

with networking skills. One organization that supports this growing

economy is the Cisco Networking Academy. Cisco has a large share of

the hardware and software market for networking equipment. Cisco’s

comprehensive networking technology teaching and learning software,

Packet Tracer, plays a key part in opening up this world of possibilities

and connections. Against a backdrop of diverse data network simulation

software and unreasonably high costs of acquiring physical laboratory

hardware for teaching and learning, Packet Tracer emerges as an

excellent and freely available network-simulation tool that can make

learning networking both an interesting and motivating experience for

students and instructors among academic and training institutions in

PNG, especially in DWU.

Key words: networking, Cisco Packet Tracer, IT professionals, cisco academy,

ICT

Introduction

Computer networks have become a fundamental tool of today's corporate

environment. “Computer networks consist of devices that provide

communication paths between electronic machines to create local networks

inside buildings as well as the interconnection of networks in such structures as

campuses and the Internet” (Frezzo, Behrens et al. 2010). As Lammle (2010)

suggests, “computers have become invaluable to us personally and

professionally. Our society has become highly dependent on these resources

and on sharing them with each other. The ability to communicate with those we

need to whether they’re in the same building or in some far-away land

completely hinges on our capacity to create and maintain solid, dependable

networks” (Lammle, 2010). To have such skills that will enable an IT

professional to create and maintain networks requires rigorous training. It is a

demanding field of expertise since the efficient operation of many business

organizations today rely upon the smooth operation of its computer network.

Papua New Guinea (PNG) in its Vision 2050 statement emphasized the

importance of “training of human capital, in the areas in which they operate”.

(National Strategic Plan Taskforce, 2009, p. 13). “Skills have become the

global currency of 21st century economies. Without sufficient investment in

skills, technological progress does not translate into productivity growth, and

Contemporary PNG Studies: DWU Research Journal Vol. 26 May 2017 89

countries can no longer compete in an increasingly knowledge-based global

economy” (Lee, 2013).

A study on the evolution of the networking skill’s gap in Asia/Pacific by IDC,

a premier global market intelligence firm reported that companies could be

experiencing shortages in certain networking competencies. “As a general

practice, most companies hire a certified professional to oversee a team of non-

certified engineers that learn the basic procedures as part of on-the-job training.

While practical experience is undoubtedly valuable in solving issues, structured

and formal training can bring more value to the company and allows personnel

to acquire other essential and emerging skills.” (Lee, 2013).

For a developing country, this highlights a challenge for training and for

academic institutions as the demand for IT professionals continues to grow.

Understanding how computer networks are designed, how they function and

how they can be managed is an indispensable skill that an IT professional must

acquire.

Within this context, this paper seeks to highlight some basic challenges of

teaching computer networks in a developing country, then to present key

features and benefits of Cisco Packet Tracer (PT) and its relevance to teaching

and learning computer networks in PNG, especially Divine Word University

(DWU). It begins by highlighting the challenges and introduces the DWU

Cisco Networking Academy. The role of the network simulator Packet Tracer

is then discussed with key features of version 6.2 presented and illustrated with

a simple real world case study.

Challenges of teaching computer networking

Teaching computer networking in schools, colleges and universities has only

become more challenging especially in a developing country. “It is often

difficult to motivate students to learn computer networking due to its dry and

boring theories and many students appear to think the subject rather technical

and tedious” (Chung Hsien, 2007). “It could be that the topics are rather

abstract when they are presented using a traditional lecture format”

(Cabarkapa, 2015).

In the Information Systems (IS) degree program at DWU, the computer

networking units are introduced in the second year of studies where students

will be expected to have achieved a level of computer literacy to enable them

to cope with the many challenging concepts required in networking. Many of

these students come from a rural area or high schools that have very limited

access to computers. As Leh and Kennedy reported in a 2004 survey

concerning Papua New Guineans’ views and their use of technology, IT and

PNG’s curriculum:


networks in DWU

“Outside of the few universities in the country, the schools in PNG

are for the most part not equipped to use overhead projectors,

videos, copiers, computers, the Internet, and so on, except on a very

limited basis.” (Leh and Kennedy 2004)

Since this survey report was published, the present situation of many schools in

PNG remains unknown but it seems very little might have changed. This will

continue to be a challenge for introducing computer studies at DWU. There is,

to a certain extent, a prerequisite of knowledge of the basic computer concepts

before students embrace the study of computer networks.

“Another challenge is the lack of basic infrastructure, and need for strong

institutional support which leaves developing nations behind” (Leh and

Kennedy, 2004). Institutional support in terms of finance may be very limited,

thus schools may not be able to acquire high-end networking equipment for

practical work. Complicated banking regulations for foreign exchange also

make the procuring of networking devices for student use difficult. The

networking component for our DWU programs with IT strands over the past

several years has had to rely heavily on donated equipment from various

supporters and sponsors including individual support from the head of

department. Easily available, structured and user-friendly curricular and

educational tools also add to the list of challenges. It is in this context that the

role of the DWU Cisco Networking Academy is introduced.

DWU Cisco Networking Academy

As networking systems continue to evolve in complexity, new curricula and

educational tools are emerging to facilitate teaching and learning related to

networking technology. The Cisco Networking Academy program is designed

to keep pace with the evolution of networking systems by providing up-to-date

innovative curricula and educational tools that help students understand the

complexities of information and communication technologies (ICT).

This program is a global endeavor to support the acquisition of ICT skills

associated with computer networking, especially in underserved communities.

The program is a cooperative undertaking between Cisco, the Cisco Learning

Institute, and approximately 9,000 public educational institutions across more

than 160 countries (Frezzo, Behrens et al., 2010). At present, there are only two

recognized Cisco Academies in PNG: DWU and University of Technology.

Due to the growing demand in the global economy for IT professional with

networking skills, Cisco has embarked on a program of supporting this

growing economy through its accredited Cisco Academy partnerships with

training institutions, universities and organizations around the world. Research

from Synergy shows that Cisco has a larger share of the hardware market

reaching roughly 65 percent and 70 percent respectively. (Reno, 2013).

Through these academies, Cisco helps provide the necessary skills to students

around the world, to improve their career and economic opportunities, and to


increase their access to the knowledge economy. The Academy program

delivers a comprehensive learning experience to help students develop ICT

skills for entry-level career opportunities, continuing education, and globally

recognized career certifications. The curricula also help students build 21st

century skills such as collaboration and problem solving by encouraging

practical application of knowledge through hands-on activities, (chapter exams,

quizzes) and network simulations. (Cisco Packet Tracer Data Sheet, 2010)

DWU, on the 11th of November, 2014 was accredited as a Cisco Networking

Academy with the support of the Royal Melbourne Institute of Technology

(RMIT) as its Academy Support Centre (ASC). Several of our teaching staff

involved in teaching IT strands underwent two two-week intensive instructor

training programs in 2015 and 2016, for the R&S CCNA1-2 and R&S CCNA3-

4 programs. Teaching staff as well as several DWU ICT department staff

successfully passed theory and practical exams and were accredited as

Academy Instructors. The teaching staff who were accredited as instructors are

now involved in delivering the Cisco Certified Network Associate (CCNA)

program.

The Academy has its own online learning portal named Netacad and is used

together with the DWU Moodle Learning Management System (LMS) to

deliver the CCNA Routing & Switching (R&S) curriculum version 5.3. The

CCNA R&S curriculum has been integrated into our networking strands with

each preceding module serving as a prerequisite for subsequent modules.

Strong institutional support as previously highlighted plays a vital role in the

success of such a program as demonstrated by the purchase and use of good

quality hardware equipment (Figure 1) in a dedicated academy laboratory.

Figure 1. The initial 12-unit equipment rack on the left, with a new router

(centre) and Voice over IP phones (VOIP) (right) as additional equipment

for student laboratory work simulating real works situations.

The Cisco networking program has several pathways. However, one that is

widely known in the industry is the CCNA program which is the pathway we

are undertaking in our networking strand. In the context of equipment

provision, we now consider the availability of network simulators.


networks in DWU

Role of the Packet Tracer simulator

As Frezzo, Behrens et al (2010) have asserted regarding teaching laboratory

equipment and learning:

“even when sufficient equipment is present to provide the desired amount of

hands-on practice for skill acquisition, the networks used will typically not be

able to cover the scope of desired complexity. One might describe this situation

as a high student-to-network ratio. Furthermore, while academies are required to

have a hands-on component including the presence of networking equipment in

the classroom, the required minimum amount of equipment cannot always

provide the desired amount of practice if the class is large or the students require

extended practice for lack of outside experience” (Frezzo, Behrens et al. 2010).

This is also our experience now in the DWU Academy which is also indicated

in our student evaluations.

Information Technology (IT) or Information Systems (IS) students who study

networking must be able to explain the fundamentals of how computer

networks function. To achieve this learning goal, they have to spend many

hours involved in practical applications designing, configuring and

implementing a computer network. Satisfaction in this endeavor is only

achieved when available hardware is adequate enough to enable individual

practice on equipment software configuration.

An alternative approach is to provide students with network simulation

software, although this is not meant to entirely replace hardware. However, as

Cabarkapa (2015) suggests, “it represents a useful and cost-effective approach

to understand concepts of computer networks, protocols and applications better

than traditional tools”. As previously noted, the simulator to which this paper

refers is Packet Tracer (PT) where laboratory activities provide the element of

experiential learning with work-ready skills that industry and employers desire.

The simulator doesn’t require all the physical networking devices to be present;

it visually simulates networking equipment through onscreen icons to mimic

hardware (Figure 2).


Figure 2. A sample PT window showing simulated networking

network topology in the workspace with various devices, derived from

the selection pane, now available for configuration by simply clicking

on the appropriate icon.

Clicking on an icon (Figure 3) provides access to the device Internetworking

Operating System (IOS) which is the same operating system as is installed on

the equivalent hardware device. Cabling is also part of the simulation which

effectively connects device operating systems via software.

Figure 3. Command Line Interface (CLI) tab where IOS of

a switch or router can be accessed and commands entered.


networks in DWU

Clicking on the device gives the student a dialog box (Figure 4) from where

commands can be entered, configurations can be completed (Config and CLI

tabs) and, on the physical tab, even a physical view of the actual device is

available.

Figure 4. Using the physical tab, a view of the physical device is presented.

PT simulates networking protocols, and processes with real-time updates of

underlying network logic and activity to complement classroom equipment.

Because it simulates real equipment, users can create virtual network worlds

that could not realistically be made available physically in the classroom. The

combination of realistic simulation and visualization experiences with

assessment allows students to explore concepts, conduct experiments, and test

their understanding in a safe, simulated learning environment.

Choice of Packet Tracer

There are several software applications that can simulate designing and

analyzing computer networks. These include Boson NetSim, Boson RouterSim

both of which are commercial, the free Graphical Network Simulator (GNS3)

and Wireshark, a free network protocol analyzer. However, Packet Tracer’s

growing popularity can be attributed to the fact that it is an open source freely

available software; it is supported and maintained by the major vendor in

networking hardware; it supports many core technologies and protocols

required to build a small to complex network; it provides a visual connection

between OSI model protocols of each network layer helpful in teaching; and it


is lightweight in terms of not making excessive demands on the host PC’s

memory and CPU resources.

At DWU students are issued with laptops enabling those studying computer

networks to use PT both inside and outside the classroom, to learn at their own

pace, and at their own convenience. It includes several basic step-by-step

tutorials that familiarize users with the product features and explain how to

engage in simulations. Additional advanced tutorials are available for

download from Academy Connection available through the Help feature. Using

PT for problem-solving and troubleshooting practice helps to open a world of

practical networking knowledge as noted in the Cisco PT Datasheet:.

“PT also helps instructors teach complex networking concepts by providing a

visual demonstration of complex technologies and configurations, allowing

instructors to customize guided activities that provide immediate feedback using

the Activity Wizard. It provides instructors with an environment to facilitate

teaching of complex CCNA-level technical concepts with capability to

accommodate various learning activities such as lectures, individual and group

lab activities, homework, assessments, games, network design, troubleshooting,

modeling tasks, and case studies. It enables visualization, animation, and

detailed modeling for exploration, experimentation, and explanation” (Cisco

Packet Tracer Datasheet, 2010).

Key features

The Packet Tracer Network website indicates that Cisco Packet Tracer has seen

the release of three different versions within the last two years. In February

2015 PT 6.2 was released in two versions - Student and Instructor. PT 6.3 was

released on 22nd December 2015. This version is a maintenance version with

Netacad login enabled at application startup. It replaced PT 6.2 Student and

Instructor. The current version PT 7.0 is a stable version that does not require

any Netacad login. It also has a number of new and exciting features, protocols

and devices (Table 1) that are more geared towards Borderless Network

Architecture and embracing Internet of Everything (Table 1). The table shows

the new devices and protocols that have been included since PT 6.2 and up

until PT 7.0.

Table 1 New devices that have been added and protocols supported

New Devices Layer Cisco PT Supported Protocols

ASA 5505 firewall

with CLI

configuration.

Netflow collector as a

desktop application in

the server device.

Cisco 819 ISR router

with embedded

wireless access point.

Application FTP, SMTP, POP3, HTTP, TFTP,

Telnet, SSH, DNS, DHCP, NTP,

SNMP, AAA, ISR VOIP, SCCP

config and calls ISR command

support. Call Manager Express

Transport TCP and UDP, TCP Nagle Algorithm

& IP Fragmentation, RTP

Internet BGP, IPv4, ICMP, ARP, IPv6, IPSec,

RIPv1/v2/ng. Multi-Area OSPF,


networks in DWU

3G/4G cell tower,

Central Office (CO)

server and 3G/4G

support for end devices

(smartphone, tablet,

server etc.), 3 new

routers; 829, 1240 and

819HGW routers.

EIGRP, Static Routing, Router

Redistribution, Multilayer Switching,

L3 QoS, NAT, CBAL, Zone-based

policy firewall and Intrusion

Protection System on the ISR, GRE

VPN, IPSec VPN

Network

Access/

Interface

Ethernet (802.3), 802.11, HDLC,

Frame Relay, PPP, PPPoE, STP,

RSTP, VTP, DTP, CDP, 802.1q,

PAgP, L2 QoS, SLARP, Simple

WEP, WPA, EAP

Although there are quite a number of new features that have been included in

this new version, a number of key features of interest will now be explored: the

physical workspace, the simulation mode, the ability to insert interface cards,

multiuser functionality, and the activity wizard. Whenever there is a new PT

release or software update announced, Cisco publishes a datasheet on their

website indicating what new features and technologies have been included or

supported in the new release or update. The features presented here are taken

from the Cisco Packet Tracer Datasheet (2010).

The physical workspace

Cisco Packet Tracer has two workspaces - logical and physical. The logical

allows users to build logical network topologies by placing, connecting, and

clustering virtual network devices. The physical workspace provides a

graphical physical dimension of the logical network, giving a sense of scale

and placement in how network devices such as routers, switches, and hosts

would look in a real environment. The physical view also provides geographic

representations of networks, including multiple cities, buildings, and wiring

closets. Examples of these representations (Figure 5) display the logical and

physical representation of the network our CCNA 4 students are tasked to

design and build as part of their capstone project.


Figure 5. The second image illustrates the Physical Workspace of a

selected portion of the network design shown above.

Packet Tracer Modes

Cisco Packet Tracer provides two operating modes to visualize the behavior of

a network, real-time mode and simulation mode. In real-time mode the network

behaves as real devices do, with immediate real-time response for all network

activities. The real-time mode gives students a viable alternative to real

equipment and allows them to gain configuration practice before working with

real equipment. Its functionality can be described as:

In simulation mode the user can see and control time intervals, the inner workings

of data transfer, and the propagation of data across a network. Students can

visually analyze a packet and its’ details from the simulation mode. This helps

students understand the fundamental concepts behind network operations. A solid


networks in DWU

understanding of network fundamentals can help accelerate learning about related

concepts. (Cisco Packet Tracer Datasheet, 2010).

Figure 6. Simulation mode is illustrated in this figure. A basic packet can

be sent from any sender device to destination and the route the packet

takes can be observed in PT.

PT’s simulation mode enables instructors to demonstrate processes that were

formerly hidden to students. This processes cannot be easily seen in a physical

production environment. These simulation capabilities can help simplify the

learning process by providing tables, diagrams, and other visual representations

of internal functions such as dynamic data transfers and packet content

expansion. The simulation mode also decreases instructor presentation time by

replacing whiteboard illustrations and static slides with real-time visuals.

Modular devices

Graphical representations visually simulate hardware and offer the ability to

insert interface cards (Figure 7) into modular routers and switches, which then

become part of the simulation.


Figure 7. A module is selected and then inserted into the device.

Multiuser functionality

Multiuser functionality allows collaborative and social learning and is

described as follows:

Cisco Packet Tracer is a network-capable application, with a multiuser peer-to-

peer mode that allows collaborative construction of virtual networks over a real

network. The multiuser feature enables exciting collaborative and competitive

interactions, providing the option to progress from individual to social learning

and features opportunities for collaboration, competition, remote instructor-

student interactions, social networking, and gaming. Multiuser functionality opens

up a new world of social learning and collaboration possibilities (Cisco Packet

Tracer Datasheet, 2010).

Instead of working alone, students in the classroom can collaborate and

connect their networks running on their own machine to their colleagues’

network through multiuser functionality. Figure 8 demonstrates two instances

of PT running; LAN A can be on another PC while LAN B on a different PC

also. Through multiuser, LAN A has been set on incoming while LAN B set as

outgoing. The port visibility of LAN A and B is port 24 on the switch. This

allows the two networks to peer via port 24.

100 Airi & Anderson, Cisco Packet Tracer as a teaching and learning tool for

computer networks in DWU

Figure 8. The multiuser functionality in Packet Tracer enables multiple

networks on different computers to interact.

Activity wizard

The software comes in two main editions: the Student edition and the Instructor

edition. The instructor edition provides activity authoring capabilities for the

teacher. A feature called the Activity Wizard (Figure 9) allows instructors to

author learning activities by setting up scenarios using instructional text, and

creating initial and final network topologies and predefined packets. It also

includes grading and feedback capabilities that provide immediate feedback to

students. “With the wizard, it’s also simple to customize lessons to address the

needs of each class or student” (Cisco Packet Tracer Datasheet, 2010).

Figure 9 The Activity Wizard allows instructors to select assessment items.

Like many authoring tools, PT has a built in assessment checker (Figure 10)

which allows the instructor to view what items of a given activity have been


configured successfully. This is especially useful for providing timely feedback

to students.

Figure 10. The Assessment checker identifies assessment items

that have been either completed or not.

Each of the four CCNA modules has a capstone project that serves as a

culminating academic and intellectual experience for students, covering key

objectives of the unit into one project. The students are given a case study

modeling a real world network. The challenge for them is to design, build,

configure or do all three to model a real network in packet tracer.

Simple real world scenario: Cisco VOIP phone setup in Packet Tracer

Here we model a network for a small to medium business office setup. There

are two branches that need to be connected. Each branch has several client

machines and voice-over-IP (VoIP) phones that need to communicate with

each other. The objective of this activity is to get the students to understand

what it may look like if they were to setup a small business office and

interconnect them; the configurations involved in successfully setting up the

network also needs to be documented for reference. This activity also involves

configuring the VoIP phones to allow for voice communication. This can really

help teach the skills they will need to configure actual physical equipment

when they go out into the real world.

The following diagram (Figure 11) shows that there are four (4) Cisco IP

Phones connected; two phones to the Madang network and two phones to the

Lae network.



Figure 11 An overview of the small-medium business network design

modelled inside Packet Tracer

To help students learn the skills of designing and configuring a network,

instructions are given along with the necessary commands to use.

The current configurations for this design are shown below. The left column

indicates what the student is required to do and the right column shows what

commands are required to configure the device whether it be the router, switch,

host personal computer (PC) or the voice-over-ip phones.

Task 1: We need to configure

FastEthernet 0/0 and DHCP

server on Madang router Tasks 1: Configure interface

FastEthernet 0/0 and DHCP

server on MadR1 (2811 router)

#Configure the FA 0/0 interface#

RouterA>enable

RouterA#configure terminal

RouterA(config)#interface FastEthernet0/0

RouterA(config-if)#ip address 192.168.1.1

255.255.255.0

RouterA(config-if)#no shutdown

The DHCP server is needed to

provide an IP address and the

TFTP server location for each IP

phone connected to the Madang

network.

After the configuration, wait a

moment and check that ‘Mad

IPPhone’ has received an IP

address by placing your cursor

over the phone until a

MadR1(config)#ip dhcp pool VOICE

#Create DHCP pool named VOICE

MadR1(dhcp-config)#network

192.168.1.0 255.255.255.0 #DHCP

network 192.168.1.0 with /24 mask

MadR1(dhcp-config)#default-router

192.168.1.1 #The default router IP

address

MadR1(dhcp-config)#option 150 ip

192.168.1.1 #Mandatory for voip

configuration.


configuration summary appears.

Tasks 2: Configure the Call

Manager Express telephony

service on Madang Router Tasks 2: Configure the Call

Manager Express telephony

service on MadR1

You must now configure the

Call Manager Express

telephony service on MadR1 to

enable voip on your network.

MadR1(config)#telephony-service

#Configuring the router for telephony

services#

MadR1(config-telephony)#max-dn 3

#Define the maximum number of directory

numbers#

MadR1(config-telephony)#max-ephones 5

#Define the maximum number of phones#

MadR1(config-telephony)#ip source-

address 192.168.1.1 port 2000 #IP Address

source#

MadR1(config-telephony)#auto assign 4 to

6 #Automatically assigning ext numbers to

buttons#

MadR1(config-telephony)#auto assign 1 to

5 #Automatically assigning ext numbers to

buttons#

Task 4: Configure a voice vlan

on Madang Distribution

Switch and the Madang

Access Switch Apply the following

configuration on MadDSw

interfaces 1 to 5. This

configuration will separate voice

and data traffic in different vlans

on MadDSw switch. Data

packets will be carried on the

access vlan.

MadDSw(config)#interface range fa0/1 – 5

#Configure interface range#

MadDSw(config-if-range)#switchport

mode access

MadDSw(config-if-range)#switchport

voice vlan 1 #Define the VLAN on which

voice packets will be handled#

Task 5: Configure the phone

directory for Mad IPPhone Although ‘MadIP Phone’ is

already connected to Madang

Access Switch, it needs

additional configuration before

being able to communicate. You

need to configure MadR1 CME

to assign a phone number to this

IP phone.

MadR1(config)#ephone-dn 1 #Defining

the first directory entry#

MadR1(config-ephone-dn)#number 422

#Assign the phone number to this entry#

MadR1#config t

Enter configuration commands, one per

line. End with CNTL/Z.

MadR1(config)#ephone-dn 1

MadR1(config-ephone-dn)#%LINK-3-

UPDOWN: Interface ephone_dsp DN 1.1,

changed state to up

MadR1(config-ephone-dn)#number 422

MadR1(config-ephone-dn)#



Task 5: Verify the

configuration Ensure that the IP Phone

receives an IP Address

and the phone number

422 from MadR1 (this can

take a short while).

Task 6: Configure the phone

directory for IT testphone Connect IT testphone to MadDSw

and power the phone ON using the

power adapter (Physical tab). Login

to the Madang Router and do the

following configurations.

MadR1(config)#ephone-dn 2

#Defining the first directory entry#

MadR1(config-ephone-dn)#number

433 #Assign the phone number to this

entry#

Task 7: Verify the

configuration Ensure that the IT testphone

receives an IP Address and

the phone number 433 from

MadR1 (this can take a

short while).

Once all the tasks are completed, the student now has to verify by dialing 422

and checking if IP phone 1 correctly receives the call. The software can

simulate picking up the handset to answer the call.

http://4.bp.blogspot.com/-utJHDlBpGAE/VVLacBgdZdI/AAAAAAAAARY/7Mqcrac-XvI/s1600/3.png

http://4.bp.blogspot.com/-lxdstG_Zy30/VVLa-Ec6iDI/AAAAAAAAARg/yZuBb87W5s4/s1600/4.png


Figure 12. Once the ip phones are configured correctly, they should

automatically receive dial numbers assigned.

Task 8: Repeat the same steps on the Lae network with the other two phones. Repeating all the above steps for the Cisco IP Phones on the Lae router should

connect the two phones together.

The challenge for students The challenge for the students in this activity would be to ensure that the IP

Phones on the two networks are should be able to call each other. Since both

networks have a Virtual Local Area Network (VLAN) for VOICE, to connect

the two voice VLANs they need to create a trunk link between MadR1 voice

vlan and LaeR1 voice VLAN. Successfully connecting the two VLANs

together via a trunk link will result in the phones calling each other from both

networks.

Course feedback results on network academy portal

At the end of each module, students are required to complete a course feedback

which in turn activates the final chapter exam. Out of several questions

available, two statements were chosen to investigate students’ views regarding

access to equipment in the classroom compared to simulation packet tracer

activities. The following graphs (Figure 14) show the feedback results from

2016 semesters 1 and 2 for each of the four modules, CCNA1 to CCNA4. The

extracted figures have been drawn from different classes from 2016 regarding

how they perceived the use of Packet Tracer compared with direct hardware

access. Students were asked to rate how much they agree with the following

statements: (a) Having access to equipment in the classroom helped me learn,

(b) Packet Tracer activities helped me learn.



Rating: (1) strongly disagree, (2) disagree), (3) neither agree nor disagree, (4)

agree, (5) strongly agree

Figure 13. Graph showing the total number of respondents and their

rating for the two statements in CCNA1 and CCNA2.

For CCNA 1 course feedback, 12 students agree and 6 strongly agree that

Packet Tracer activities helped them learn while 1 agree and 3 strongly agree

that having access to equipment in the classroom helped them learn. With

CCNA 2, 14 students agree and 33 students strongly agree that Packet Tracer

activities helped them.

Figure 14. Illustrating the total number of respondents and their rating for

the two statements in CCNA 3 and CCNA 4

As shown in Figure 14, CCNA 3, 33 students strongly agree that Packet Tracer

activities helped them learn while only 16 students on the other hand strongly

agree that having access to equipment helped them learn. The responses are

similar in CCNA 3 and 4.


Conclusion

This paper has highlighted some challenges involved in teaching computer

networks in a developing country where the demand for IT professionals

continues to grow. The role of Cisco Networking Academy program to support

the acquisition of ICT skills associated with computer networking, especially in

underserved communities was also outlined. The program requires a

cooperative undertaking between Cisco and the learning academy in ensuring

that the program is fully supported and maintained.

The key features and benefits of Cisco Packet Tracer were then presented; its

relevance to teaching and learning computer networks in DWU and other

universities in PNG was also highlighted. The evaluations received from

students clearly indicate that there is high number of students having

preference over the benefits of Packet Tracer having a positive impact in their

computer networks learning experience.

Whilst it can be acknowledged that Packet Tracer is not a complete substitute

for hardware equipment, it allows students to practice designing, building and

configuring model networks in a secure virtual environment. This “e-doing”

capability is a fundamental component of learning how to configure routers and

switches. Most importantly, it supports self-paced learning outside the

classroom.

As Leh and Kennedy (2004) suggests, technology instruction should be made

meaningful for the particular learners in PNG. Packet Tracer makes teaching

and learning computer networks easier, fun and more meaningful by providing

a realistic simulation and visualization environment.

Acknowledgements

I would like to acknowledge and give special thanks to Professor Peter K. Anderson for

his contribution in the structure of this paper as well as assistance in reviewing and

editing it. Special thankyou also to Ms. Thadreina Abady, lecturer in Information

Systems Department, for her assistance in the use of EndNote for ease of referencing.

However, all errors of fact or opinion remain with the authors.

Glossary

CCNA Cisco Certified Network Associate, a program pathway in the Cisco

Routing & Switching curriculum.

Computer networks Devices that provide communication paths between

electronic machines to create local networks inside buildings as well as

the interconnection of networks in such structures as campuses and the

Internet.

VoiP A digital telephone service that uses the public Internet as well as

private backbones instead of the traditional telephone network.

ICT An umbrella term that includes any communication device or

application, encompassing: radio, television, cellular phones, computer

and network hardware and software, satellite systems and so on, as well

as the various services and applications associated with them, such as

videoconferencing and distance learning.



VLAN A logical subgroup within a local area network that is created via

software rather than manually moving cables in the wiring closet. It

combines user stations and network devices into a single unit regardless

of the physical LAN segment they are attached to and allows traffic to

flow more efficiently within populations of mutual interest.

References

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computer networks, ResearchGate: 6.

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http://www.cisco.com/c/dam/en_us/trainingevents/netacad/course_catalog/docs/Ci

sco_PacketTracer_DS.pdf

Frezzo, D. C., Behrens, J. T. et al. (2010). Design patterns for learning and assessment:

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into a community of instructors. Journal of Science Education and Technology

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network-simulator

Lammle, T. (2010). CompTIA Network+ study guide. Indianapolis, Indiana: Wiley

Publishing, Inc.

Lee, W. (2013). The evolution of the networking skills gap in Asia/Pacific white paper,

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Leh, A. S. C. & Kennedy, R. (2004). Instructional and information technology in Papua

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Packet Tracer Network website http://www.packettracernetwork.com/, Retrieved 26th

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dominance-enterprise-networking-undiminished-2012

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networking-major.htm

Authors

Picky Airi is a former Senior IT Trainer with Daltron and currently employed as a

Senior Tutor in the Department of Information Systems at Divine Word University. He

holds a Bachelor of Information Systems degree and a Postgraduate Certificate in

Higher Education Teaching & Learning. He received a Training of Trainers: Workplace

Assessment Certificate from Daltron. He is the DWU Cisco Academy Coordinator and a

Cisco Certified Academy Instructor. His research interests include IT technologies and

training.

Professor Peter Anderson is Head of Department at DWU for the two programs:

Information Systems and Mathematics and Computing Science.

http://www.cisco.com/c/dam/en_us/training-events/netacad/course_catalog/docs/Cisco_PacketTracer_DS.pdf

http://www.cisco.com/c/dam/en_us/training-events/netacad/course_catalog/docs/Cisco_PacketTracer_DS.pdf

https://docente.ifrn.edu.br/rodrigotertulino/livros/packet-tracer-network-simulator

https://docente.ifrn.edu.br/rodrigotertulino/livros/packet-tracer-network-simulator

http://www.cisco.com/assets/csr/pdf/IDC_Skills_Gap_-_AsiaPacific.pdf

http://www.packettracernetwork.com/

https://www.srgresearch.com/articles/cisco-dominance-enterprise-networking-undiminished-2012

https://www.srgresearch.com/articles/cisco-dominance-enterprise-networking-undiminished-2012

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